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THE SCHOOL CITY 



A NEW SYSTEM 

OF 

MORAL AND CIVIC TRAINING 



WHAT THE SCHOOL CITY IS 
HOW IT ORIGINATED 
HOW IT WORKS 
ITS ADVANTAGES, 

TO THE SCHOOL 
THE PUPIL 
THE TEACHERS 
AND SOCIETY 

CHILDREN AS LEGISLATORS 
ILLUSTRATIVE ANECDOTES 
TESTIMONIALS FROM TEACHERS 
ENDORSEMENTS BY 

FRANKLIN INSTITUTE 
PRESIDENT ROOSEVELT 
EDITORS, MINISTERS 
TEACHERS AND OTHERS 



HEADQUARTERS : 

PHILADELPHIA, Franklin Institute, 15 S. Seventh St. 

WASHINGTON, 12 Bliss Building 



Source unknown 
21 Mr '08 



Direct participation in the legislative, judicial, and admin- 
istrative functions of these miniature republics awakens great 
enthusiasm among the children, and gives them a vital, practi- 
cal knowledge of government and human nature. 

Civic training in early years forms habits of good citizen- 
ship that are invaluable in after life both to the individual and 
to society. Purity and efficiency in political life and high 
character in every relation of life are fostered and developed by 
the School City. 

The School City is to the child what the town meeting 
has been to New England — a developer of thought and con- 
science and civic spirit. 



CONTENTS 



Children as Legislators 3 

What the School City Is 4 

How it Originated 4 

How it Works 6 

Illustrative Anecdotes: 

"Tommy Jones" 8 

A Philadelphia Primary 9 

Changed His Ways 10 

A Growing Mayor; "He's All Right" 11 

Protects Property; Raising the Flag 12 

Forming the Lines; How Children Punish 12 

An Extreme Case 13 

One of God's Chosen People; "I Am a Citizen" 14 

A Civic Conversion ; Tough Boys 14 

A Night School Regenerated 15 

Organizing a Cuban School City 16 

Advantages of the System 18 

Endorsements: 

Franklin Institute 19 

President Roosevelt; William T. Stead; Rev. W. S. Rainsford 20 

Dr. Albert Shaw; Henry R. Edmunds; Mr. G. Brumbaugh 21 

Federation of Women's Clubs 22 

An Indian Agency; A State Normal School 23 

Cuba 24 

England and Scotland 25 

South Africa 26 

Mexico 26 

Editorial Comment: 

North American ; The Press 27 

Public Ledger; Telegraph; Independent-Gazette 28 

Boston Transcript; N. Y. American; The Arena 29 

Social Service 30 

Testimonials from Teachers: 

Syracuse; Sanoma, Col.; Minneapolis; Worcester; Idaho Industrial 

Institute 31 

New York City ; Heacham, England 32 

Philadelphia Schools 32 

Civic Apathy, and a Remedy 39 

Bibliography 41, 42, 43 

Books on Citizenship and School City 45 



THE SCHOOL CITY 

CHILDREN AS LEGISLATORS. 

In order to get a true idea of what the School City is, let 
us first look into one in operation in a school in one of our 
large cities and see what the children are doing. 

It was Monday afternoon. The members of the School 
City Council of a Philadelphia school were gathered for their 
twenty-minute fortnightly session in a large room on an upper 
floor. About sixty alert children from eight to twelve years 
of age composed the assembly. The basis for representation, 
the visitor learned, was six councilmen from each of the ten 
"wards" or classrooms. 

About one-half the number were girls. 

The clerk called the roll. 

"Leon Aravinsky has been absent from council three times 
and he loses his seat," declared the clerk of the council. 

The "ordinances" proved to be chiefly suggestions, and, very 
significantly, most of them seemed to turn on some question 
of right and wrong. 

'T think the children ought not to make a noise on the 
streets going home and disturb the library," said a Councilman, 
with reference to a complaint from the Philadelphia Library 
in the next block. 

"Who knows anything about this?" was asked. A half- 
dozen spoke in response, and a resolution requesting the 
scholars to be more quiet on the street, especially near the 
library, was promptly passed. 

An ordinance was introduced by one of the members pro- 
hibiting the shooting of peas in the school yard. Discussion 
was prompt. "It is bad." "It might injure the eyes or hear- 
ing." A dozen children rose to condemn the practice. The 
"bill" was passed and became a law. 

"Laws that are passed in this way, and by the children 
themselves will surely be obeyed," mused the visitor. 

Other ordinances were suggested at this meeting not all 
of which were passed. One was about bringing pencil boxes 
to school ; another proposed to substitute noiseless cloth cases 
for the boxes ; another called for new tin cups at the drinking 
fountain ; another forbade sharpening pencils on school walls. 



4 THE SCHOOL CITY 

"Children are always asking, 'Is it right?' " whispered the 
principal to the visitor, and in this she touched upon a truth 
that is a vital element in the successful working of this system 
of student self-government. 

WHAT THE SCHOOL CITY IS. 

The School City is an organization of the pupils of a school 
into the city form of government. The pupils are citizens. The 
three divisions of popular government, legislative, executive, 
and judicial are established. The pupils elect from among their 
own number a mayor, judge, city clerk, city council, etc. Each 
room in the school bears a relation to the entire School City 
like that of a ward to a city, electing ordinarily two members 
of the School City council and being apportioned its quota of 
police, health officers, etc. Elections are held at least four 
times a year. Responsibility for the good order and discipline 
of the school rests upon the pupils themselves as citizens of the 
School City and upon the officers in their various capacities. 
The teachers or principals give advice and guidance, and super- 
vise this pupil self-government, and it thus becomes a method 
of moral and civic training. 

HOW IT ORIGINATED. 

In 1888 Mr. Wilson L. Gill, of Columbus, O., made an 
effort to have manual training introduced into the public schools 
of that city. The proposition was defeated at the polls by the 
most ignorant element of the city's voters. This event deeply 
impressed upon Mr. Gill's mind the need for a better citizen- 
ship, and he gradually came to realize strongly the necessity 
for a higher patriotism and civic training. In 1889 and 1890 he 
assisted in the organization of the "Sons of the American Revo- 
lution" and the "Daughters of the American Revolution," and 
thus came in contact with others of similar patriotic purposes 
who in 1891 assisted him in the organization of the Patriotic 
League, of which Hon. Abram S. Hewitt, Gen. O. O. Howard, 
Rev. E. E. Hale, Gov. Wm. McKinley, Hon. John Jay, Rev. 
Josiah Strong, Col. George E. Waring, Jr., Rev. W. S. Rainsford, 
Mr. R. Fulton Cutting and others were members. This league 
organized local chapters and conducted classes for the study 



THE SCHOOL CITY 



of citizenship. After carrying on this work for a while, Mr. Gill 
became convinced that the place where citizenship can best be 
taught is in the public schools, and that the best method of 
teaching citizenship is by the actual practice of it. An oppor- 
tunity to put these ideas into practice came in the winter of 
1896-7. 

The discipline had reached so low an ebb in a large primary 
and grammar school on the outskirts of the city of New York, 
that a policeman was permanently detailed to keep order in the 
school yard. Mr. Bernard Cronson, a teacher with a reputation 
of being a specially good disciplinarian and president of a chap- 
ter of the Patriotic League, was transferred from a down-town 
school to improve the conditions in this one. At the end of a 
fortnight he was in despair and described the situation to Mr. 
Gill, who suggested that the pupils be organized into a self- 
governing body with a legislature, executive and judge of their 
own election. This was done, the boys and girls were delighted 
with the responsibility, and under guidance of the new teacher, 
quickly established excellent order. 

Mr. Gill saw the great moral and civic value of his inven- 
tion, and gave up important business affairs upon which he was 
engaged to introduce the new system of civic training wherever 
opportunity was offered. He has organized the School City in 
more than 30 Philadelphia schools, and in a few schools in other 
cities. Besides this he has spent two years in Cuba, engaged 
by the United States government to introduce his system in all 
the public schools of the Island. 

The School City has been organized in a number of schools 
throughout the country by teachers and principals, without Mr. 
Gill's personal supervision, who have learned about the system 
from magazine articles, newspaper reports and other printed mat- 
ter that has been issued and from public addresses of Mr. Gill and 
others. In some of these cases there has been failure or but par- 
tial success, due either to mistakes in organization or to lack of 
interest on the part of the teachers or to a change of principals, 
the new one being uninterested and unacquainted with the sys- 
tem. In Philadelphia, Syracuse, New Paltz, in Cuban cities, and 
in fact wherever it has been earnestly and intelligently applied, 
marked success has been achieved. 



THE SCHOOL CITY 



HOW IT WORKS. 

The students elect their own officers, make their own laws 
and govern themselves. The teachers are not members of the 
civic organization, but are present to give instruction and advice 
when it is needed. The ultimate responsibility and authority 
of course are always with the teachers, but if they are tactful 
they will seldom or never have to use their power. The pupils 
govern themselves, although there is an authority above them, 
just as a city governs itself, although the state legislature has 
power to revoke its charter. 

As the judges, mayors, and other officers of the adult gov- 
ernment are enlightened and guided by councillors and by the 
decisions of others, so very properly these student officers are 
advised and helped by their teachers and principals. 

The children are quick to understand that the offices may 
not be taken advantage of for officiousness, but rather are to be 
used for service to all the citizens and to the school. 

Except the hour or two used in the original organizing, no 
recitation or study time is absolutely necessary to this work, 
though it ought to have at least one hour each week, and this 
or more can well be devoted to it, for much of the time ordinarily 
consumed in discipline is saved. 

The exercise of civic duties devolving upon the students 
is not a burden, but a pleasant relaxation. 

Sometimes one room alone is organized as a School City. 
Sometimes a number of School Cities form a School State by 
federation. 

The monitor system and tattling are eliminated. Pupils 
who would feel it a disgrace to tattle on a fellow student count 
it a duty to give evidence concerning offenders against the laws 
of a republic. The citizens and officers of the School City pre- 
serve order and enforce law upon honor in obedience to the 
expressed will of the students themselves. This removes all 
pretext for the concealment of wrong, because a false sense of 
honor cannot stand against the acknowledged requirements of 
public welfare. 

In the School City court it is usually found that real offend- 
ers will plead guilty. The wisdom and tact displayed by some 



THE SCHOOL CITY ; 

of the juvenile judges, after a little training, is quite surprising, 
and in nearly every case displays a purpose to cure rather than 
to seek either personal or social revenge. 

Referendum votes are taken upon the acts of the School 
City Councils, and the system, as a whole, is a guarded repre- 
sentative government in which the responsibility of the indi- 
vidual citizen for the public welfare is always apparent. Neither 
this referendum nor any other special feature, however, need be 
adopted before the students and teachers are ready for it. The 
plan can be used in as simple a way as a teacher may wish. 

The School City for little children is not more complicated 
or difficult than kindergarten work. For older children the 
plan is enlarged according to the convenience and capacity of 
the teachers and pupils and the peculiar circumstances of the 
school community. 

The plan provides for the organization of School Towns 
where this is desirable and for an application of the town meet- 
ing system of government. 

The students are not allowed to look upon judicial or police 
functions as the chief phase of government, but are gradually 
led into other lines of public work and usefulness. 

Some teachers declare that aside from the civic and moral 
value of the work, the School City has an actual cash value to 
the community. Mr. C. R. Drum says : "The other day I stood 
in the lower hall of the Franklin School, which is governed by 
this method. I was a stranger to the pupils. No teachers were 
in sight. The children were entering the building in perfect 
order. Order seemed to be the first law in this school. The 
time formerly spent in duties outside their rooms saved to my 
teachers amounts in one day to five hours and twenty minutes, 
in one week twenty-six hours and forty minutes, in one year 
214 school days. If the teachers are using that time in prepara- 
tion of lesson work, at the present salary rate, the value to my 
school in one year is $642. In Franklin School 321 days are 
gained, amounting to $963 per annum." 

As in any other part of the school work, the success of this 
system very largely depends upon the tact and interest of the 
teachers. 



THE SCHOOL CITY 



ILLUSTRATIVE ANECDOTES. 
"Tommy Jones." 

In one of the Philadelphia slums there lives a little boy 
whom we will call Tommy Jones. This little boy lives in a 
dirty alley where there is a great deal of misery. You would 
think that Tommy would rather go to school than hang around 
such places. But Tommy hated to go to school. He had just 
the nicest teacher that you can imagine, but yet he disliked 
school. He was frequently a truant ; and when he did deign 
to go to school — the truant officer can force such a little fellow 
to go sometimes — he was very apt to be tardy. 

Tommy was careless as to his clothes, and as to the condi- 
tion of his face and hands. He was a troublesome boy alto- 
gether. He had entered this school when about six years old, 
and now he was nine. 

One day we had the pleasure of making a republic of the 
little monarchy which was governed by the excellent ruler we 
have mentioned and in which Tommy had been an unwilling 
subject. 

As it happened, this dirty, mischievous, troublesome little 
boy was elected in his room to be a member of the city council. 
This was a disagreeable surprise to the teachers. They felt: 
Well, if the children are going to choose such a little rascal as 
that to be a member of the city council, we fear for our little 
republic. 

The next day came and the little fellow was at school on 
time. Instead of his clothes hanging on by moral suasion, the 
buttons were tightened and he was slicked up. It is not known 
whether he had ever been seen at school before with his hair 
brushed and combed, but this morning his hair was tidy, his 
hands were clean, even his face was tolerably clean. This was 
simply a revolution for that boy. The next day again he was 
prompt, and he was just as neat as he was the day before; and 
this thing kept on. He did not play truant again. He picked 
up in his class, and instead of being at the tail end, very quickly 
that little fellow came right up to the head of the class. 

Six weeks afterward the teacher, going through the room, 



THB SCHOOL CITY 



stopped at his desk and said: "Tommy, I am just delighted to 
see how nicely you are getting on. You have not been absent 
once, and you are never tardy any more. You are as neat as 
a little gentleman, and you have improved splendidly in your 
lessons. I am proud of you." The little fellow looked up and 
said, "You know they expect so much from a member of the 
city council." — W. L. G. 

Incidents of this kind illustrating the nature of the influence 
the School City has upon children are of frequent occurrence. 

The following extract from an account given by a visitor 
to one of these juvenile democracies shows the system at work 
in its quiet and ordinary way. 

A Philadelphia Primary. 

It was the morning intermission at a Philadelphia Primary 
School. A visitor was asking questions of the principal about 
the School City organization that has been in operation in that 
school for seven years. Court was in session. In came two 
boys followed by a number of other children. One of the boys 
was a policeman, the other was under arrest. 

"George climbed on the fire escape," said the policeman. 

The culprit, who was a bigger boy than the "policeman," 
sheepishly hung his head and pleaded guilty. The "case" was 
tried at once. It occupied but a few minutes, for the evidence 
was conclusive. George was sentenced by the magistrate to 
lose his recess for the remainder of the week. 

"Do they impose severe sentences on each other?" asked 
the visitor, who had been an interested spectator of the scene, 

"Well, it must be granted that the children are liable to 
inflict harsher punishment than the teacher would," said the 
principal thoughtfully. "We have to curb that tendency. They 
are inclined to be a little too strict with each other." 

"The officer seemed to have no trouble in bringing in the 
offender, though the prisoner was so much bigger than himself. 
Is that always the case?" 

"Invariably," was the response. "No boy in our record of 
seven years as a School City has ever resisted 'arrest.' And it 
is an interesting fact that no girl has ever been arrested." 



io THE SCHOOL CITY 

The visitor's eyes followed those of the principal to the long 
lines of children now inarching in regular order through the 
corridors to their respective classrooms. 

"You may see this refreshing spectacle every day in the week 
and every week in the school year," declared the principal 
enthusiastically. "The teachers are all where they should be, 
at their respective desks in the various classrooms, ready to 
receive the scholars who come in, self-directed. All the lines, 
you may notice, have captains to take them up and down." 

A visit to the classrooms showed the children as busy and 
occupied where the teachers were absent temporarily as where 
they were present. "This astonishing condition," explained the 
principal, "is entirely due to the School City organization which 
arouses a keen, personal sense of responsibility for the good 
order of each room." — Jane A. Stewart. 

Changed His Ways. 

The transformations wrought in the character and behavior 
of pupils are well illustrated by the case of a boy about whom his 
teacher writes as follows : "The boy was causing me much 
anxiety. He was obliged to sell papers, and on this account was 
permitted to leave school every day one-half hour before the 
time of dismissal. This arrangement was to hold as long as the 
boy was faithful and conscientious in his school work. 

"All went well for a time, but after a while the boy grew 
careless in his work and deportment, and was obliged to remain 
during the whole session. 

"One day when told to remain, my attention being else- 
where, he slipped from the room. He was remonstrated with on 
his return the next day, but a few days after he again disappeared 
in the same way. This happened whenever he was told to re- 
main, unless he was personally supervised. 

"It had come to such a pass that I was actually lying awake 
nights, trying to devise some way of treating the subject which 
would appeal to the boy's honor. When hope was darkest, the 
blessed School City came to the rescue. The next morning I 
talked the matter over with the chief of police who was a mem- 
ber of the same class. That afternoon when our little friend 



THE SCHOOL CITY n 

was about to escape from the room, the chief placed a detaining 
hand on his arm and said quietly, 'Miss Fox told you to stay, 
and just because she's not watching you, that's no reason for 
running out.' 

"The boy slipped back into his seat, took a hasty survey 
of the room and decided that public opinion was on the side 
of the chief, and so quietly went on with his work. 

"The most remarkable part is that the boy never again 
has attempted to leave the room when told to remain, and has 
completely changed his careless ways, is industrious and inter- 
ested in his work, and is on the most intimate and friendly 
terms with his teacher and his chief." — Agnes M. Fox, Teacher. 

A Growing Mayor. 

"The effect of the School City," says an earnest teacher, 
"has been to stimulate growth in the true elements of character ; 
a conscious aiming for the highest results in self, and a reaching 
out to others in a helpful spirit. Our mayor has illustrated this, 
as have others. He is a popular boy and well-meaning at heart, 
but last term he was a trial in the schoolroom. He was careless 
in deportment, inattentive in his recitations, and full of boyish 
pranks. His election caused me a little worry, but it told upon 
him. At first he reformed outwardly — it was necessary that 
he should — but he soon found that he had deeper work to do in 
himself than anywhere else, and how that boy has grown ! With 
others the same good work is going on." — Estelle B. Nye, Teacher. 

"He's All Right." 

A careful observer relates the following incident: 
"The children, as a rule, intuitively choose the very ones 
among their number who are best fitted for the offices. An 
illustration of this was given in one of the Philadelphia schools 
where there were 500 pupils, including about a half dozen negro 
children. A colored boy was one of the first pupils to be nomi- 
nated for office ; but before he was finally elected, the children 
successively nominated him for council, judge, clerk of court, 
and sheriff, and his election eventually as sheriff was virtually 



12 THE SCHOOL CITY 

unanimous. Such persistency on the part of his supporters 
led to a query as to the reason ; and the response was : 'He's all 
right. He's awfully severe, but he wants things to go right.' "— 
Jane A. Stewart. 

Protects Property. 

Another teacher says : "An immediate benefit which we have 
derived is the protection to lamp posts, fences, pavements, etc. 
Since the organization last year there have been no marks of 
any kind to be erased from any public or private property which 
is exposed to our children. This was not the case previously." 

Raising the Flag. 

"Formerly the janitor unfurled the flag and no one seemed 
to notice it. Now the children of the Department of Public 
Works raise and lower it with patriotic ceremony, and the flag 
never gets a day's rest nor a wetting. The love, respect, and 
care which the children now have for our flag and country can- 
not possibly be expressed in words. Their badges have given 
them something tangible to which they can look and remember 
they stand for loyalty to all that is right and must be honored." 

Forming the Lines. 

"Time and energy are saved in the forming of lines. It 
stands to reason that five policemen can do more than one 
teacher, and they do. At the same time the children do not 
resent the word from their policemen, because they themselves 
have invested them with power and are aiming to use the same 
authority some time in the future. It saves the teacher from 
appearing in the light of a monitor, dictator, or spy." — Anna A. 
Gorgas, Principal. 

How Children Punish. 

They may not inflict any punishment not approved by the 
school principal. 

In one School City the principal says that "the first arrests 
were for profanity in the school-yard and street. This was a 



THE SCHOOL CITY i 3 

surprise to the teachers, for they did not know such offenses 
were committed by their pupils. The judge, in each case, sen- 
tenced the offender not to speak to any person at recess time 
for two days. Every citizen seemed alert to see that the sen- 
tence was strictly complied with. Popular opinion was evi- 
dently against swearing. One arrest was for trying to pick a 
fight because of an unintentional provocation. The sentence 
was to copy neatly and carefully twenty times the first law of 
the School City, which is as follows : 

: ' 'Do unto others as you would wish them to do to you.' " — 
Kate W. Shaffer, Principal. 



An Extreme Case. 

The principal of a school in Syracuse, N. Y., who relates 
the following incidents from experiences in his own school, says 
that he would never voluntarily revert to the old system of gov- 
ernment by the teacher. He has used the School City for nearly 
six years. 

"A boy was disorderly in the hall. The officers on duty 
had spoken to him several times ; he resented it as an infringe- 
ment upon his personal rights. One noon, in attempting to 
fight the mayor, he used indecent language. One of my teach- 
ers, who happened to overhear the trouble, came back from din- 
ner ready to return to the old method of discipline. I felt dis- 
couraged. Soon the justice and a policeman came. They re- 
ported the behavior and ianguage of the boy, asked for and were 
granted permission to hold a special session of court. It seemed 
to them something that should be settled at once. The offender 
was tried, found guilty, and was sentenced to be deprived of the 
privileges of citizenship. This was an extreme sentence, and 
the boy felt it keenly. He returned to the School City after a 
few days and came before the judge a most humble penitent. 
He found it impossible to withstand public opinion. Every 
citizen in his ward, except one, said the court had done right in 
suspending him. This occurred some time ago. That boy has 
done well ever since. He always caused trouble before. Now 
he causes none." 



H 



THE SCHOOL CITY 



"One o£ God's Chosen People." 

"A young Hebrew was brought before the court charged 
with swearing. Two witnesses testified to the fact; he finally 
admitted it. The attorney for the people, himself a Jew, taking 
two steps forward and making an emphatic gesture with his 
hand, said: 'And you, a Jew, one of God's chosen people, and 
take His name in vain ! You have been taught better than that 
at German school. You have been taught "Thou shalt not take 
the name of the Lord, thy God, in vain !" What kind of a fel- 
low are you, any way?' The effect of that speech upon us all 
was wonderful. No teacher ever wielded greater influence for 
good." 

"I Am a Citizen." 

"A lady met one of our small boys on the street and asked 
him: 'Are you a policeman?' 'No,' he said, and with promptness 
and evident satisfaction added: 'But I am a citizen.' They have 
been led to feel that to be a citizen is a great honor — the honor 
of responsibility and of personal proprietorship." 

A Civic Conversion. 

"We had a dirty, disagreeable, tardy, runaway girl in one 
of our rooms. She was appointed a policeman. The change 
in that girl is marvelous. She is clean, agreeable, in school 
every day, and comes on time. She is a new creature." 

Tough Boys. 

"Superintendent Blodgett has placed in a room in my build- 
ing an ungraded school of fifty boys of all ages and conditions. 
For the most part they are the tough boys from neighboring 
schools. I confess that he gave me a hard proposition. I did 
not at once bring these boys into the School City, but did 
presently. By the School City method, those boys have been 
led to think healthfully, to decide justly and wisely, and to act 
promptly and courageously. They are themselves doing more 
to bring order out of disorder than both of their teachers, and 
this is by no means a discredit to the latter. The present judge 



THB SCHOOL CITY I5 

of our School City is from that room, and he is the best we 
have ever had." — C. R. Drum, Principal. 

A Night School Regenerated. 

In Manayunk, a manufacturing suburb of Philadelphia, 
there has been for many years a night school composed of boys 
and girls and full-grown men and women, most of whom are 
employed in the factories. The school was unruly and the girls 
were said to be as lawless as the boys. In the spring of 1904 
part of the Evening School Committee favored its permanent 
discontinuance. Miss Chappel, the principal of a day school, 
believed she could secure better results, and was given the 
opportunity to try. She was getting good results from the 
School City method in her day school, and saw no reason why 
she should not in the night school. She asked Mr. Gill to assist 
her, and, after consultation with the pupils, the School City 
was instituted. A youth known by the name of Thomas Smith 
was nominated to be a member of the city council, when he 
arose and said, "If you are going to vote for me, call me Henry 
Jameson !" 

A large number of the boys were convulsed with laughter 
and they applauded vigorously. No explanation was given. The 
organization proceeded smoothly, and at the close of the even- 
ing's session about twenty boys came to the principal's office 
and said that they had entered under fictitious names, but now 
that they were going to have a government of their own they 
wished to be registered under their right names. In view of 
the history of the school, this action revealed the fact that they 
had entered almost wholly for the sake of adventure, and in 
the event of serious trouble they did not wish to appear under 
their own names in police court; but now that the responsibility 
for order had been placed upon them, they had accepted it and 
turned over a new leaf. 

The disorder was at once greatly reduced. Neater dress, 
better manners, and improved scholarship were in evidence. 
Previous to this any boy wearing a linen collar to school was 
sure to have it torn off. Within a week every boy, with . the 
exception of a few who wore white sweaters, appeared in a stiff 
collar. They had set up for themselves new and higher stand- 



16 THE SCHOOL CITY 

ards and maintained them to .the end of the night school year 
in the spring of 1905. — W. L. G. 

Organizing a Cuban School City. 

At half past one, the five hundred boys filed into a hall 
down town, and each two chairs held three boys. The Ayunta- 
mento or City Council of Guines adjourned its session that the 
members might witness the organizing of a School City. They 
were given seats on the stage. Members of the Board of Edu- 
cation, the Chief of Police and other city officers were there, 
and about a hundred, possibly as many as a hundred and fifty 
other men were present. 

The Alcalde made an address, explaining the purpose and 
importance of the meeting, and introduced Provincial Superin- 
tendent Aguayo to preside. Mr. Aguayo spoke further on the 
same theme and introduced me. I told them that as I had not 
sufficient command of the Spanish to enable me to address them 
directly, I had asked one of their teachers with a strong voice 
and good delivery to read my address for me, which he did. I 
spoke briefly in introduction of the purposes of the School City 
and the boys responded to my remarks with great earnestness 
and enthusiasm. 

After the speeches and the election of officers, I called the 
newly elected councilmen and the mayor to the stage. The 
mayor's name is Antonio Franqui. A handsomer, more gen- 
teelly dressed boy you could scarcely find in New York. The 
large stately Alcalde of Guines, Mr. Rodriguez, presented this 
little Alcalde to the citizens of the School City, who clapped 
their hands and cried "Viva." Young Franqui catching his cue 
from his introducer, bowed, smiled and thanked his fellow citi- 
zens for the honor conferred upon him, assured them that he 
would try to be worthy of their confidence, and begged them to 
do their part to make theirs a noble city. The citizens fully 
demonstrated their approval and determination in that matter. 
By the same process, all the other elective officers were chosen. 
The Alcalde Franqui speaks English quite well, and thus he was 
able to assist me in getting prompt and rapid work. I told him 
to attend to the appointment of the appointive officers the next 



THE SCHOOL CITY I? 

day. I then told the citizens that their organization would not 
be complete till they should have a code of laws, and as they 
had not yet had experience in such matters and I had, I would 
offer to them a little code, which I would advise them to accept, 
and add to and change to suit themselves when they should 
have had time to see the special needs of their School City. 

I told them they must choose a name for their city. Vari- 
ous names were suggested without awakening any great enthu- 
siasm until one boy shouted "Maximo Gomez," and there was 
bedlam for a few moments. When quiet was restored, they 
voted unanimously to name their city "Maximo Gomez." They 
then sang the Cuban National Hymn and adjourned. 

The whole thing was thoroughly dramatic. Mr. Rodriquez 
said : "I fear, Mr. Gill, that it may sound extravagant, but I say 
to you with deliberation, this is the greatest day of my life; it 
is the greatest event in the history of this town. I have seen 
the seeds of citizenship sown and take root, not only in the 
minds and hearts of these 500 boys, but in the hearts of the 
representative men of "this city." * * * One after another of 
the chief men of the city came up, and, unbidden, pledged me 
their support for the movement inaugurated that day. (From 
Mr. Gill's Cuban Report.) 

Many other illustrative incidents indicating the good re- 
sults of the School City, could be given if space permitted ; but 
the above examples with the general remarks and descriptions 
in other sections afford a fair idea of the workings of the 
system. 



18 THH SCHOOL CITY 

ADVANTAGES OF THE SYSTEM. 

The facts presented in the preceding pages disclose advan- 
tages in the School City System which are abundantly corrobo- 
rated by other experience wherever the system has been fairly 
tested, and which may be briefly stated as follows : 

i. — It produces better order and discipline in the school. 

2. — It is a beneficial influence upon the children when out 
of school. 

3. — It releases for constructive work much of the teach- 
er's energy formerly consumed in police duty. 

4. — It removes causes of friction between teachers and 
pupils and develops most cordial relations. 

5. — It gives the students an acquaintance with govern- 
mental forms. 

6. — It tends to preclude snap-judgments by establishing a 
system of judgment upon evidence. 

7. — It cultivates in the students the judicial frame of mind. 

8. — It improves the personal morals of the students. 

9. — It develops in the young people honor, respect, and 
obedience to laws of their own making, and hence to all properly 
constituted authority. 

10. — It increases and gives valuable support to self-respect. 

11. — It forms habits of good citizenship while the mind is 

plastic and open to the full force of the love of justice and free 

from the commercial motives and other influences that in later 

life so often interfere with the duties of citizenship. 

12. — It prepares for future participation in the city, the 
state, and the nation, a body of citizens who are informed as 
to their duties, trained in the practice of them, and imbued with 
the interests and purposes of a true public spirit. 

13. — It furnishes "a new motive for discipline, to the end 
that all the school's activities may be made educational." 

14. — It furnishes a means, proven to be thoroughly success- 
ful, for constant training in the application of the Golden Rule 
and other ethical ideas. This is a decided improvement on the 
simple memorizing of moral precepts. 



THE SCHOOL CITY i 9 

ENDORSEMENTS. 

The Franklin Institute. 

The Franklin Institute, organized in Philadelphia in 1824, 
one of the most famous scientific societies in the world, and a 
most notable leader in establishing expositions of mechanics and 
industries, investigates and passes upon the value of inventions 
and discoveries. Following is an extract from page 11 of their 
report, adopted June 1, 1903, awarding to Mr. Gill their highest 
distinction : 

Wherever the principles of parliamentary government hold 
sway, and especially where they are established on the founda- 
tion of popular sovereignty, as in our country, the necessity of 
training the electorate in the art of government is felt as a crying 
need of the present day, and as an imperative necessity of the im- 
mediate future. If the material well-being which has resulted 
from the gains of science and the arts is to be free from the 
dangers of a growth of civic apathy and the decay of civic virtue, 
and if the further progress of industrial development is not to be 
hampered and the normal evolution of our political and social 
system is not to be hindered and perhaps arrested by civic in- 
capacity, then some adequate means of civic education must be 
applied. Hitherto our only constant reliance in this direction has 
been the public press, but this agency must as yet make its appeal 
to a body of citizens for the mass of which the art of government 
is but a vague, and at best, largely an academic proposition. 
Through the School City this and all other existing agencies of 
civic education will be effectively reinforced by a practical train- 
ing of the rising generation in the duties of civic life, imparted in 
the schools and during the years when culture and training have 
their most lasting effect. 

In recognition of the great value and importance of the Gill 
School City system and of its usefulness as practically demon- 
strated, the Franklin Institute herewith awards to the originator, 
Wilson L. Gill, the Elliott Cresson Gold Medal and Diploma. 



20 THE SCHOOL CITY 

President Roosevelt. 

The following letter was read at the School City banquet 
given by the Franklin Institute : 

WHITE HOUSE 
Washington. 

May 27, 1904. 
My Dear Sir: 

I hear with satisfaction that an earnest movement is well 
advanced in Philadelphia to establish in the schools of that city 
the teaching of civics by the admirable plan originated by 
Wilson L. Gill in the School City as a form of student govern- 
ment. I know of the work of Mr. Gill, both in this country 
and in Cuba, where Mr. Gill inaugurated this form of instruction 
upon the invitation of General Wood. Nothing could offer 
higher promise for the future of our country than an intelligent 
interest in the best ideals of citizenship, its privileges and duties 
among the students of our common schools. I wish for your 
efforts in this direction the utmost success. 
Very truly yours, 

THEODORE ROOSEVELT. 

W. T. Stead. 

In the London Review of Reviews for October, 1897, Mr. 
Wm. T. Stead, the editor, remarked that in his recent visit to 
America the most interesting and valuable idea that he came 
across was that of the School City. He described it at length, 
saying he did not wish to lose any time in giving the advantage 
of it to educators and statesmen. 

Rev. W. S. Rainsford. 

"It has been given to no other educator, so far as I know, 
both to conceive and develop an idea so timely, so fruitful of 
good, as Mr. Wilson L. Gill's idea of the School City. He has 
supplied a practical and successful method by which to teach 
the coming generation what its civic and political responsibili- 
ties are, and how to fulfill them."— W. S. Rainsford, St George's 
Rectory, New York. 



THE SCHOOL CITY 21 

Dr. Albert Shaw. 

"We can see no flaw in Mr. Gill's reasoning, and in his prac- 
tical suggestions, based upon that reasoning, we see everything 
to commend and encourage. Naturally, the introduction of a 
system like this calls for some enthusiasm and for willingness 
to get out of the old ruts ; but the idea has been shown to be 
capable of very successful application." — Albert Shaw, Editor 
Review of Reviews. 

A Prominent School Official. 

"You may rest satisfied that the movement you are making 
in favor of the School City has not only my sympathy but my 
warmest support." — Henry R. Edmunds, President Philadelphia 
Board of Public Education. 

An Eminent Educator. 

"The formal activities of a school must always include in- 
struction and discipline. By instruction one understands that 
sum of effort through which the pupil achieves knowledge and 
its attendant virtues, skill and efficiency. By discipline one 
should understand that sum of mental activities by which the 
mind becomes facile and its powers formed for use. But by the 
majority of persons discipline is regarded as those coercive acts, 
negative in character, which the school puts forth to maintain 
right conditions for instruction. This latter view is fundamen- 
tally false. There must be no conflict between the instruction 
and the discipline of the school. Both should be constructive. 
Our schools need a new motive for discipline, to the end that 
they may make all the school's activities educational. 

"If, then, we can make discipline as significant educationally 
as we now make instruction significant, we shall have gained 
much. Any plan that aims to accomplish this end is well worth 
the sympathetic concern of all educators. The School City is, 
in its conception, such a plan. 

"It is manifestly wise to regard with favor an activity that 
offers so much helpful guidance to our pupils, both in giving 
positive educational value to discipline and in giving this educa- 



22 THE SCHOOL CITY 

tional guidance a specific determination to citizenship. The 
usual activities of the school in academic interests will thus be 
supplemented by an actual training in citizenship. This is a 
tremendous gain, and we must assuredly commend any such 
activity as will accomplish this much-needed and much-neg- 
lected result." — M. G. Brumbaugh, University of Pennsylvania. 

Federations of Women's Clubs. 

On February 3, 1905, the Massachusetts State Federation 
of Women's Clubs passed the following: "Resolved, That it is 
the wish of the Massachusetts State Federation bf Women's 
Clubs hereby to place upon record its hearty approval of the 
Gill System of Moral and Civic Training ordinarily known as 
the School City, and to urge its consideration by our clubs and 
its adoption in all the schools of our State." This Federation 
has appointed a committee for advancing the work in Massa- 
chusetts, of which Mrs. H. L. Chase, 172 Aspinwall Avenue, 
Brookline, Mass., is the chairman. This is a sub-committee of 
the Conference Committee. 

The New York State Federation of Women's Clubs took 
similar action May 5, 1905. 

Daughters of the American Revolution. 

The Daughters of the American Revolution in their Conti- 
nental Congress at Washington in April, 1905, passed the 
following : 

"Whereas, It is essential for the well-being and preservation 
of our form of government that the children of our country 
shall be trained in the knowledge and practice of pure and noble 
citizenship ; and 

"Whereas, This matter is not adequately provided for in 
the present curriculum of the schools : 

"Resolved, That this Congress direct the appointment of a 
special committee by the President-General to promote the in- 
troduction of the School City into all the schools in the United 
States." 

The following School City Committee was constituted : 
Mrs. Donald McLean, President-General, ex-officio ; Mrs. Caro- 



THE SCHOOL CITY 23 

line M. Murphy of Cincinnati, Chairman; Mrs. J. B. Forker 
of Washington, Mrs. Samuel Amman of Pittsburgh, Mrs. Elroy 
M. Avery of Cleveland, Mrs. John Swift of California, President 
National Council of Women. 

From an Indian Agency. 

"Having tried the School City for one year in one of my 
Indian schools, I am very desirous of extending the method 
to all the Indian schools beneath my jurisdiction. * * * We 
find that it not only betters the discipline of a school but that 
it develops a sense of manliness, womanliness, independence, 
and personal responsibility as nothing else has done and cer- 
tainly in a manner that mere oral instruction can never do. 
This is all aside from many other virtues, such as the inculca- 
tion of practical principles of civics totally different from the 
memorization of dry-bone passages from the Constitution, etc. 
We are preparing the Indian for citizenship." — Charles M. 
Buchanan, Superintendent, etc., Tulalip Indian Agency. 

From a State Normal School. 

"The School City organized in this school five years ago 
is in more vigorous operation than ever, and is a powerful factor 
in our daily work. To me it is simply indispensable as an aid 
in school management, and I would not think for a moment 
of dropping it, or of substituting some other form of organiza- 
tion. The participation of students in the management of the 
school is essential in any scheme of American education where 
children are to be trained and fitted to carry out the kind of 
government and to fill the responsibilities outlined in Lincoln's 
Gettysburg address, and I consider the School City the best 
scheme ever devised for giving to our young people the kind 
of training that they need so much in these particulars." — 
Myron T. Scudder, Principal State Normal School, New Paltz, 
N. Y., and Lecturer on Pedagogy in the University of New York. 

"The School City is practicable. It has been used in our 
school for several years and proved to be successful in many 
respects and directions, of which the following is but a partial 
summary : In improving the spirit of school life ; in saving 



24 THE SCHOOL CITY 

time for both teachers and pupils; as a form of government 
to preserve order, and thus relieving the teachers to a large 
extent of that element of labor, the maintaining of discipline, 
which is the greatest source of worry and hindrance to the 
accomplishment of the chief objects of a school; in arousing 
and maintaining an interest in the study of citizenship and civil 
government ; as a means of shaping the character of the pupils ; 
as a pretty accurate thermometer to show the degree of warmth 
of the teacher's interest in the pupils and enthusiasm for the 
educational welfare of the school." — Rebecca C. Cocks, State Nor- 
mal School, New Paltz, N. Y. 

"During the last three years we have seen some of the 
most important phases of school reform worked out at New 
Paltz. The school is successfully governed, for the most part, 
by itself — better governed than it could be by any force from 
without." — Jeanette E. Graham, Instructor in Psychology, New 
Paltz, N. Y. 

From Cuba. 

Havana, February 20, 1902. 

"It gives me great pleasure to testify to the good work 
accomplished in the schools of Cuba by the establishment of 
what is known as the School City. Mr. Hanna, Commissioner 
of Schools, speaks enthusiastically concerning it, as does Mr. 
Varona, Secretary of Public Instruction, and such members 
of the School Board of Havana as I have had occasion to speak 
with on the subject. Mr. Gill's idea is an excellent one, and 
he deserves much credit for its development. I can say with- 
out reserve that the experience in Cuba justifies the strong 
endorsement of the School City plan. It tends to develop the 
child's idea of his civic responsibility and, I believe, will send 
him out from school much better fitted to assume the duties 
of a citizen of a republic." — Leonard Wood, Military Governor of 
Cuba. 

"The introduction of Mr. Gill's system into our public 
schools opens up a vast horizon to our young people. It is 
wholesome, moral, patriotic education. If our future citizens 
do not know how to exert their rights and fulfill their duties 



THB SCHOOL CITY 25 

as tax-payers and electors, then indeed all treasure which has 
been spent, the generous blood which has been shed, and the 
heroic lives which have been sacrificed on the altar of Cuba's 
liberty, shall have been in vain. If, on the other hand, our 
schools shall develop our young men and women into industri- 
ous, moral, patriotic members of a free country, fulfilling all 
the duties and obligations of their sphere in life with conscience 
and fidelity, the republic of Cuba will be worthy of all the 
sacrifices which have been made on its behalf, and assured of 
a long, prosperous, and glorious existence. The hope of Cuba 
is in her boys and girls. No work, no labor, no sacrifice can 
be too wearisome or dear, if the object is to bring up honest, 
conscientious citizens of the future republic in right principles 
of civic duties. Mr. Gill's system of moral and civic instruc- 
tion will convert every schoolroom into a miniature republic 
and every scholar into a peaceful, law-abiding, righteous citi- 
zen." — Editorial in "La Patria," Havana, Dr. Lincoln De Zayas, 
Editor. 

"The great problem of moral education through the school, 
which rightly overweighs at present all other pedagogic prob- 
lems, has inspired a thoroughly American invention — the School 
City. : The controlling idea in this system is to wake up, in 
the children, the conscience of solidarity ; that is, not only a per- 
sonal, but a community conscience, and not only the knowledge 
of the importance of co-operating for the general good, but the 
knowledge of how to do it and the habit of actually co-operating 
for the welfare of all. This is the foundation of morality, and 
this method is to exercise the children in performing the func- 
tions of civic life, in a miniature municipality." — Enrique Jose 
Varona, Secretary of Public Instruction, Cuba. 

From England and Scotland. 

Much has been published on the subject throughout Eng- 
land and Scotland, and has resulted ' in the formation of a 
national "Society for the Reform of School Discipline." The 
General Committee consists of prominent educators through- 
out the United Kingdom. This society is large and is said 
to be growing rapidly. The society put up one candidate for 



26 THE SCHOOL CITY 

the Glasgow School Board, who was elected by an overwhelming 
majority on a platform which included the following: 

The establishment of the American 'School City System' 
under which children, acting as the citizens and officials of 
their school as a 'City,' under good guidance make and enforce 
their own laws, thus in a practical way acquiring the principles 
of good citizenship and developing the faculties of self-govern- 
ment, the climax of education." 

From South Africa. 

The following is an extract from the annual report, May 
5, 1904, of the Charlestown Government School, Natal, South 
Africa : 

"Mr. Beckett, headmaster, has instituted the School City 
system — that is to say, the children govern themselves on the 
model of a city or corporation, electing their own mayor and 
aldermen, and making their own rules for the maintenance of 
the School City discipline. Punishments are also inflicted by 
the magistrates for breaches of these rules — all, of course, being 
under the vigilant and guiding hand of the master. Corporal 
punishment is now a thing of the past, and the school children 
are examples of good behavior both inside and outside the 
school walls." — R. H. Dukes, Inspector of Schools. 

From Mexico. 

"I spent an hour with Governor Teodora Dehesa of the 
State of Vera Cruz, in Xalupa, the capital. I spoke at length 
of the origin and progress of your work, and gave him a copy 
of your book on the School City, published by the Cuban Gov- 
ernment ; and, do you know, he has had it reprinted, every word, 
in the government printing office and distributed throughout 
the State with a view of its adoption in the public schools." — 
From a letter written by Mrs. Addie Northam Field, Representa- 
tive of the International W. C. T. U. 



THE SCHOOL CITY 2j_ 

EDITORIAL COMMENT. 

The North American, Philadelphia, June i, 1904. 

Though originated by Professor Wilson L. Gill only a few 
years ago, the School City has long passed the stage of experi- 
ment. More rapidly, perhaps, than any other educational inno- 
vation it has proved its worth and become a permanent feature 
of the system of instruction. The object now is to bring about 
its universal adoption. 

As expressed by the Franklin Institute, the School City is 
"designed to prevent in the rising generation such civic apathy 
as at the present time is a menace to popular government in 
the cities of the United States." Here will be found, surely, 
enough justification for forwarding the idea. 

The Press, Philadelphia, June 1, 1904. 

The public school, as every one knows, has only begun to 
fill its full place in the work of the community. It began by 
teaching books. It must end by teaching life. It began with 
the "three R's." It must end by educating in social relations. 
Nothing better for this has yet been proposed than the School 
City, which was last night the subject of explanation and 
approval at a dinner given by the Franklin Institute to those 
prominent in education in Philadelphia. 

The civic organization of the school on the lines of self- 
government has now been in existence for several years. The 
plan has been successful here. It succeeded in Cuba. Wherever 
tried it has worked. 

The cause is plain. The "School City" follows a sound 
principle. It develops by imposing responsibility. It relates 
the teaching of institutions and of civic life to the daily life of 
the pupil in the schoolroom. Like the kindergarten and manual 
training, it educates by employing the normal and personal 
activities of the student for education. It trains not by pre- 
cept, but by action. 

The kindergarten, cooking, and manual training were all at 
first introduced in our schools by private aid which developed 
into public support. The "School City" promises to take the 



28 THE SCHOOL CITY 

same course. It is no longer an experiment. Philadelphia 
ought to train in good citizenship by introducing it in every 
school. — Editorial written by Talcott Williams. 

The Evening Telegraph, Philadelphia, October 3, 1904. 

Right living, including faithful citizenship, is a practical 
art. It can be learned only as. other arts are learned, by a long 
apprenticeship. The apprenticeship should begin as early as 
possible in that part of one's life in which his character and 
habits are established, and continue, if not from the cradle, at 
least from the kindergarten through the high and normal schools 
and the university. The School City is such apprenticeship in 
the schools. 

Independent-Gazette, Philadelphia, January 15, 1904. 

Let us urge every man, woman and child who has a spark 
of love for our country and care for the preservation of a "gov- 
ernment of the people, for the people and by the people," who 
wishes to contribute to the moral and spiritual well-being and 
happiness of the children, to encourage and help the children 
to maintain their interest in their little republics, and to do 
whatever each one may find practicable to forward this cause, 
while Mr. Gill, its author, is still at work in our midst. After 
he shall have gone to some other field it is quite evident that it 
will be necessary for the best development of this work of 
moral and civic training, that parents give encouragement to 
the teachers and co-operate with them to maintain the enthu- 
siasm of the children in their endeavors to be faithful citizens. 

The Public Ledger, Philadelphia, June 2, 1904. 

The Franklin Institute has shown sound judgment in the 
support it has given to Mr. Gill's "School City." In the award 
of its gold medal for this "useful invention," it testifies its recog- 
nition that not in the mechanic arts alone is progress to be 
sought; but that the welfare of the community is based upon 
the quality of its citizenship. The School City involves no 
addition to the already overloaded "curriculum." Instead of 
laying an additional burden on the teachers, it lightens their 



THE SCHOOL CITY 



29 



load by transferring much of the exercise of discipline to the 
children themselves. If the primary object of the public schools 
is to make good citizens, no portion of the course provided 
seems so well calculated to promote this end as the School 
City. 

Boston Transcript, January 10, 1905. 

Here in Boston we can accord, as has been done in Phila- 
delphia, the heartiest welcome to the School City enterprise, 
embodying as it does not only the teaching of the practical 
duties of citizenship in the schools of every grade with as much 
care and thoroughness as reading, writing and arithmetic, but 
also the substitution of natural and educational methods of 
discipline for doubtful forms of punishment. * * * In view 
of what it has demonstrated in its preliminary workings in 
Cuba, and notably at Philadelphia, where more than thirty 
public schools, evening and day schools of all grades, have suc- 
cessfully adopted the plan, the School City system has a dis- 
tinct claim upon the attention of New England educators, 
parents and school administrators. 

New York American. 

A move is on foot for a finer and nobler citizenship — a 
citizenship which shall represent the best in us rather than the 
worst, and which shall make this land of ours what the fathers 
intended it should be — the home of liberty, of righteousness 
and of the large and substantial happiness that liberty and 
righteousness always insure. Every one who loves America 
and the great principles for which it stands will with full 
heart exclaim : "God bless the School City !" Why is it that 
this splendidly patriotic work is not being carried on in every 
public and private school in the land? 

The Arena, May, 1905. 

It remained for Mr. Wilson L. Gill, of the Franklin Insti- 
tute of Philadelphia, to perfect in a practical manner a plan by 
which the public schools of America shall awaken a deathless 
civic spirit in the young, and not only fit them for the exercise 
of good citizenship, but so habituate them to perform their 



30 



THE SCHOOL CITY 



duties that it will become as natural as the performance of any 
other serious obligation of life. By his well-considered and 
practical plan the children early become inculcated with a 
knowledge of public duties, while through their daily practice 
they are indelibly impressed upon the plastic brain so that the 
pupils go forth from the public school with a quickened civic 
spirit which shall make democracy a part of the religion of life. 
Next to the introduction of the initiative and referendum into 
the organic law of our land, we know of no movement so vitally 
or urgently demanded for the restoration and perpetuation of 
the fundamental demands of democracy as this splendid meas- 
ure which fosters the civic spirit, inculcates the ideal of free 
institutions, and habituates the child to perform the duties 
and requirements of a citizen of a true republic. 

Social Service, July, 1905. 

The "School City" of Mr. Wilson L. Gill appeals to the 
same elements in human nature as the well-known George 
Junior Republic. If, as it is well known, this Republic has 
taken children needing to be reformed, and made a very large 
proportion of them law-abiding and valuable citizens, surely 
the same methods of giving children responsibility and practice 
in civic activities should produce, if possible, still better results 
among the children of our public schools, needing formation 
but not reformation. An education which "calls out" should 
surely call out civic responsibility. If our public schools gen- 
erally should organize the "School City," the problem of munici- 
pal government would be solved in a single generation. — Edi- 
torial by Rev. Josiah Strong, D. D. 

Favorable quotations could be multiplied almost indefi- 
nitely, as most of the educational and religious as well as a 
large number of the general newspapers and magazines of the 
country have commented favorably upon the system. 



THE SCHOOL CITY 31 

TESTIMONIALS FROM TEACHERS. 
Syracuse, N. Y. 

"Quite a large number of our schools are using the School 
City in some form with most excellent results. We are satis- 
fied that it has more elements of strength and character-building 
than anything else that has been incorporated in our schools 
for many years." — A. E. Blodgett, Supt of Schools. 

"I doubted its practicability for little children. Mr. Gill 
insisted on organizing them, and it works well in the primary 
school. I have learned some valuable lessons from the School 
City method. I expect great things from it in the future. I 
would never voluntarily revert to the old system of govern- 
ment by the teachers. The popular government method is the 
only one by which children of a republic should be educated. 
The School City method works perfectly. America ought to 
have had this method for fifty years." — C. R. Drum, Principal. 

Sanoma, Cal. 

"As principal of the Sanoma Grammar School, I organized 
a School City here. After three weeks of self-government by 
the pupils I feel that we have found the right plan." — Charles E. 
Jared, Principal. 

Minneapolis, Minn. 

"The moral effect has been to stimulate growth in the true 
elements of character; a conscious aiming for the highest results 
in self, and a reaching out to others in a helpful spirit." — 
Estelle B. Nye. 

Worcester, Mass. 

"In watching out for the welfare of the city the individual 
pupil watched himself more closely. I am heartily in favor of 
the School City and ready to give it my support whenever and 
wherever I can." — Allen Latham. 

Idaho Industrial Institute. 

"Throw the responsibility on the class to be governed, and 
interest, honor and public welfare are no longer at variance, 



3 2 THE SCHOOL CITY 

and success is achieved in three directions — the school machin- 
ery works without friction, a practical knowledge of civics is 
attained by every pupil, and the teaching force is relieved from 
the wearing details of government, to be expended in the actual 
education of the pupil." — Jane M. Shewn, LL. B., Principal of 
Ladies' Department. 

New York City. 

"The lesson to the child of self-government in a practical 
form, as taught by the School City in the daily performance 
of its duties, the constant and continued recognition of its motto 
and the natural willingness and love in the child to imitate its 
elders, all unite to make for character and manliness." — Millicent 
Baum, Principal. 

Heacham, England. 

"Our School City has worked very well. It has deepened 
our sense of corporate life. Offenses have been more rare, and 
punishment lighter under the Court, than under our direct rule." 
— Harry Lowerieson, Headmaster, Ruskin School. 



FROM PHILADELPHIA SCHOOLS. 

The following extracts are from letters written in response 
to a letter of inquiry addressed to principals of Philadelphia 
schools by an associate superintendent of the New York City 
schools : 

Thomas Meehan School — Colored. 

April 26, 1905. 

"We have used the School City for two years in our seven 
grades. 

"We have always done the best we have known how, to 
prevent cigarette smoking, but, do the best we could, were never 
able to eradicate it, but now, by means of the School City, I am 
happy to be able to say, with perfect confidence, it is utterly and 



THE SCHOOL CITY 33 

completely eradicated. Almost the same may be said of the use 
of bad language, which has been greatly reduced. 

"With proper guidance by the teachers, the School City 
cannot fail to make better pupils, better doers in every capacity 
of life, and better citizens to serve their community." — Isabel 
Tanner Woodson, Principal. 

Camac School. 

April 17, 1905. 

"We have been using the School City in the grammar 
grades of the Camac School for nearly two years. During the 
first year we were more than pleased with the results of its use, 
but there came a time when my teachers requested me to drop 
the system. Many of them now see that the results in the 
character of some of the pupils justify my decision to con- 
tinue it. 

"The teacher who has charge of the School City makes the 
following report: 

" 'The great object of such a form of government is to train 
young citizens in civic duties, but, based as it is, upon the high 
principle of reciprocal relations, there is more frequent oppor- 
tunity in giving lessons in strong motives of true citizenship 
than under the ordinary school work, even though the teachers 
in schools with and without this new system be equally faithful. 
I have found arising among our citizen pupils many of the 
same weaknesses that figure in adult politics, and it seems to 
me that this is rather helpful to the attainment of the chief 
object of the School City, for the appearance of the evil now 
gives opportunity to prove the educational power of this pbn 
of government in its training of character, with view to future 
duties, both personal and civic. 

" T have found progress in our school in the following 
points : A growing sense of responsibility in official position, a 
really maturing judgment in selection of proper officers, a care- 
ful observation of needs of the city, a helpful thoughtfulness in 
forming plans for improvements, with marked results in order 
of lines in the yard and on the stairs — all these with a visible 
strengthening of character in the forgetting of self as duties 



34 THE SCHOOL CITY 

demanded action on the part of some of our timid girls. Some 
of the necessary formalities of parliamentary law and court 
customs are becoming familiar to our citizens. The intense 
earnestness of court proceedings certainly impresses upon 
offenders the high value placed upon law by the principal of 
the school and the authorities of the School City. Through all 
of these, there runs the secondary result — that in a carefully 
guided government of this sort, school discipline is aided and 
burdens of that class can be lifted from the teachers to a great 
extent.' 

" 'The strength of this system is in its high purpose, by 
which a deep interest may be aroused and maintained in the 
hearts and intelligence of the pupils. Necessary to this — the 
interested co-operation of all the teachers, and a wise distribu- 
tion of the work among those members of the faculty who are 
competent to advise. The system, in order to be a permanent 
success, must be a part of the school curriculum.' "-^-E. Caskey, 
Principal. 

Jos. E. Hill School— Colored. 

April 14, 1905. 
"The School City plan of school government has been used 
in all the grades of the above named school (Grades 1st to 8th). 

"Since its introduction in the fall of 1903 I have found it 
beneficial in the following respects : It has been a means of 
raising the standard of conduct; the children are more orderly 
on the stairways, in the yards and in the classrooms. There 
has been no defacing of school walls, fences, etc., by the children. 
It seems to have inculcated a spirit of neatness and cleanliness 
in the pupils — their desks, the floors and yards being much 
cleaner than they formerly were. There also has been noticed 
improvement in the personal appearance of those who were 
heretofore very careless. 

"At the last election of officers, only those pupils who were 
best fitted for the office were elected. It is teaching the children 
to select for public office, not just any person who may be 
nominated, but the one they know to be capable of performing 
the duties of the office in the best possible manner. 

"The officers endeavor to see that the laws are enforced. 



THE SCHOOL CITY 35 

The court meetings are orderly and the sentence of the judge 
is generally well suited to the offense committed. The children 
have made the laws, and say just what the punishments for 
breaking these laws must be, therefore they are willing to be 
punished when they break the laws, and accept the penalty 
without a murmur. Finally, it is teaching the pupils how to do 
things systematically. 

"The longer we have the School City, the better the teach- 
ers understand how to use the method and obtain the results 
for which we are seeking. The more practice the pupils have 
in performing their duties as citizens, the better they are pleased, 
the more interested they become, and the more heartily they 
co-operate with the teachers for every good purpose." — M. B. 
Roland, Principal. 

Chestnut Hill Primary School. 

April 15, 1905. 

"I have used the School City plan of school government 
in the first and second primary years — I have no other grades — 
since October, 1903, and am continuing the same. The strength 
of this system, in a large or small school, lies in its high aim. 
It is founded on that divine law of kindness and conduct ex- 
pressed in the Golden Rule. If any weakness can be found 
therein, that is the weakness of the School City system. It 
appeals acceptably to. a child's better nature. 

"The children enjoy and develop under the responsibilities 
given to them on which to exercise their judgment. If these 
appear to be complicated, the person who is intelligently hand- 
ling the system will withhold the complications until the 
developed foundation is ready for the question. By means of 
the police department, the spirit of tattling is checked and a 
helpful kindness to one another is encouraged. The court 
affords a child an insight into the right estimate and grades of 
doing wrong." — Anna A. Gorgas, Principal. 

Chestnut Hill Primary School. 

April 3, 1905. 
"In response to a request similar to yours, about a year ago, 
I wrote the following statement, which represents my feelings 
now, just as truly, as it did at that time: 



3 6 . THE SCHOOL CITY 

" 'I most heartily approve of the use of the School City in 
my class of first grade children. While it does not deprive me 
of any of my influence or authority, it is a great help in practi- 
cally carrying out those moral principles which are necessary 
in the development of conscience, and the building up of char- 
acter, which I regard to be of as great if not greater importance 
than the ability to read or write. My pupils are learning to 
know what to do as good citizens, and as officers how to perform 
their duties. The method is a great help to me in training the 
power of observation and the power of judging between right 
and wrong.' 

"After another year's use of the method, I take pleasure in 
saying that I think more highly of it than when I wrote the 
above statement. The time that is given to it is well spent, as 
it enables me to accomplish more in the moral training of my 
pupils ; in raising the whole moral tone of the class and in giv- 
ing me opportunities of teaching objectively, practically and 
effectively the duties and responsibilities of citizenship. 

"This training, by exercising the reasoning powers of the 
child, strengthens those powers and leads the child to form 
its judgments, to act according to its judgments and to see the 
results of its actions. I have the faith to believe that this early 
planting of the seeds of good moral and civic character cannot 
fail to bring forth good fruit if the method is continued regu- 
larly through the school life." — Rebecca M. Nelson, Teacher. 

James Forten School. 

April 13, 1905. 

"The James Forten Elementary Manual Training School 
organized a School City in May, 1903. The citizens are children 
of the third, fourth, fifth and sixth grades. The weekly meet- 
ings are held in the school house directly after school hours. 
Although I am always present at the meetings, I leave the busi- 
ness as entirely as possible in the hands of the children. The 
pupils of the school are nearly all Russian Jews, where they 
receive little or no instruction concerning the duties of an 
American citizen. I believe this method of Mr. Gill's enables 



THE, SCHOOL CITY 



37 



them to learn by practice, in a way pleasant to them, many use- 
ful lessons of good citizenship." — Hannah A. Fox, Principal. 

Webster School. 

"My practical experience with the School City has shown 
the most gratifying results. It fosters individuality and stimu- 
lates school spirit and proper personal pride. Fundamentally 
it teaches civics and inculcates valuable lessons in regard to the 
proper exercise of choice. I have not had occasion to retract 
anything which I have said on the subject. My interest and 
that of my teachers has not lessened and the more experience 
we have the better we know how to use the method and to get 
the results for which we seek." — Bnvilie V . Jacobs, Principal. 

In a previous letter Miss Jacobs wrote : 

"It has been practically demonstrated that the School City 
does actually produce better order. This is not a minor detail, 
as will be recognized by the careful thinker. What does the 
improved discipline signify? It means that the child is building 
character, that he subjects his will to his conscience. Obedience 
to law is largely a question of habit, the habit of self-control. 
If, through self-government the child becomes accustomed to 
governing himself, he will learn the most valuable lesson in 
life. In the School City every tendency is toward encouraging 
the child to do right, while the autocratic government attempts 
to compel him, with doubtful success and much failure. Here 
we are confronted with the simple problem of the value of self- 
activity, which lifted Froebel above the heads of all the preced- 
ing educators. The School City embodies a development of 
the law of self-activity from the Kindergarten continuously 
through the school life, until the youth emerges from the 
University into the larger citizenship. 

"The School City is a development, on a higher and more 
mature plane, of the principles upon which the Kindergarten 
discipline is founded, and will effectually close much of the gap 
which has existed between the Kindergarten and the Primary 
School. The one great requisite to success with a School City 
is enthusiastic and intelligent supervision. The children will 
supply whatever else is necessary." 



3 8 THE SCHOOL CITY 

FROM OTHER PHILADELPHIA TEACHERS. 

"My observation of the School City has satisfied me of its 
efficiency. The pupils are coming into a realization of the 
moral rights of others, of their duties toward one another and 
their school, and of the principles of good government." — C. 0. 
Luckenbach, Wyoming Grammer and Primary School. 

"It is with great pleasure that I tell of the success of our 
School City. It has positively reformed quite a number of our 
troublesome boys. The order in the yards and halls and on 
the stairways is admirable. Indeed, I find the children are 
much stricter than the teachers. No boy ever gets into school 
now without wiping his feet on the door mat. My janitor is 
delighted, as the yard and school house generally are kept in 
so much better order." — Sallie Gilbert Morley, Thomas Wood 
School. 

"The great value of the School City, to my mind, is its 
splendid method of teaching civics. It is also a great factor in 
developing self-discipline." — Margaret J. Mellinger, Andrew G. 
Curtin School. 

"There can be clearly observed a more loyal school spirit 
animating our boys and girls." — Anna J. McKinney, Wm. Mc- 
Kinley School. 

"Our first week was not the success I would like it to have 
been, but there has been an increased interest and better results 
ever since." — Margaret T. Rule, J. H. Bartram School. 

"There is an esprit de corps among the pupils which was 
lacking before." — Ella Jacobs, Warner School. 

"Our School City grows in favor with us ; we find it inter- 
esting and helpful. Our police help in a most kindly and sympa- 
thetic way to maintain order, and are respected and liked by 
the people of the City.' " — Agnes M. Fox, James Forten School. 

"During the time in which the School City has been in 
operation in our school I have noticed a considerable improve- 
ment in the conduct of a number of our unruly boys, several of 
whom chanced to be elected to office." — Lydia M. Wolfe, J. Q. 
Adams School. 



THE SCHOOL CITY 39 



CIVIC APATHY AND A REMEDY. 

In some of our cities 50 to 60 per cent, of the registered 
voters, including a large proportion of the best educated people, 
do not go to the primaries or to the polls. The apathy of the 
educated and the gullibility of the uneducated give the "ward 
healer" his opportunity, and form the foundation of "boss rule" 
and machine government. At bottom bad government means 
that the schools are not doing their duty in training the young 
people for citizenship. 

About 18 millions of young people are passing through our 
schools at the present time. Not far from two millions are 
leaving the schools yearly to take up their life work. The great 
majority leave school before the age of fourteen. Our only 
chance to train them systematically is in the primary and gram- 
mar schools. 

Most important habits as well as lasting ideals are formed 
during this brief school period, and among these are the ideals 
and habits of the civic life. The government of the future is 
made in the schools. What kind of government will that be 
if in the children the habit is established of accepting govern- 
ment without participating in it? There is small hope that the 
civic conditions of the future will be better than those of the 
present, unless we provide such an environment for our children 
as will help them to be self-governing and public-spirited. 

The School City establishes in the young people the habit 
of active participation in public affairs. It habituates them to 
improve and support the law, rather than to accept and avoid 
that which is imposed upon them without their consent. Citi- 
zenship rather than subjecthood becomes their life-habit. Begin 
to send forth from our schools two million students a year who 
have formed the citizenship-habit, and the days of bossism and 
gross political corruption will be numbered. 



40 THE SCHOOL CITY 



BOOKS ON CITIZENSHIP. 



"OUR COUNTRY" SERIES. 

THE LITTLE CITIZEN, also called "THE YOUNG CITIZEN," by Charles 
F. Dole, is in the form of questions and answers, for the same pur- 
pose as the "Citizen's Catechism," but written especially for young 
children. Its simplicity renders it no less attractive to .children of 
larger growth. Cloth, 35c. 

THE CITIZEN'S CATECHISM, by Charles F. Dole, revised by many 
eminent social and political scientists, is designed to present in com- 
pact, simple form the principal ideas of citizenship. State and City 
School Superintendents in every part of the country have written 
commendations of this book, and the opinion has been expressed 
by several of them that ability to answer its questions intelligently 
should be a requisite to naturalization of foreigners. It has been 
adopted for use in the public schools of New York, Philadelphia, 
New Haven and other places. Paper, 10 cts.; cloth, 35 cts. 

TALKS ON CITIZENSHIP, by Charles F. Dole, follows the arrangement 
of topics in the "Citizen's Catechism." The two books can be used 
to advantage together or separately. Cloth, 50 cts. 

THE AMERICAN PATRIOT, by Charles F. Dole, discusses in the most 
simple and charming way the principles and right practices of 
citizenship. Cloth, 50 cts. 

CITY PROBLEMS, by Delos F. Wilcox, Ph. D., for grammar and high 
schools. Five chapters on Fresh Air, Light and Room for Play, 
The City's Waste, Life, Property and Good Order. The City's 
Finances; The Citizen — His Rights and Duties. Cloth, 35 cts. 

COLONEL WARING, Sketches by Albert Shaw and others. Cloth, 35 cts. 

BOOKS ESPECIALLY FOR SCHOOL CITY USE. 

OUTLINE OF AMERICAN GOVERNMENT, for teachers and pupils of 
high schools and lower grades, prepared especially for schools that 
adopt the Gill School City government, by Delos F. Wilcox, Ph. D., 
and Wilson L. Gill, LL. B. Cloth, 50 cts. 

THE GILL SYSTEM OF MORAL AND CIVIC TRAINING, as exemplified 
in the three' School Cities and State at the New York State Normal 
School, New Paltz, is a symposium by the principal, faculty and stu- 
dents, the author of the system and other educators. It contains 
the School City Charter, School State Constitution, ordinances of 
the city council, and many details to assist those who wish to adopt 
this system. Cloth, $1.00 

SCHOOL CITY HELPS, for teachers, by Wilson L. Gill, LL. B. Cloth, 35c. 

A SOCIAL AND POLITICAL NECESSITY, by Wilson L. Gill, LL. B., 
advocates the cause of moral and civic training. Cloth, 35 cts. 



Published by 
THE PATRIOTIC LEAGUE. 

15 South Seventh Street, Philadelphia. 



THE SCHOOL CITY 



4' 



PARTIAL BIBLIOGRAPHY. 



The Gill System of Moral and Civic Training as exemplified at the 
New York State Normal School, New Paltz. Published by the Patriotic 
League, New Paltz, N. Y. $1.00. 

Outline of American Government, by Delos F. Wilcox, Ph. D., and 
Wilson L. Gill, LL. B. Published by the Patriotic League, New Paltz, 
N. Y. 50c. 

School City Helps, by Wilson L. Gill. Published by the Patriotic 
League, New Paltz, N. Y. 35 cents. 

A Social and Political Necessity, by Wilson L. Gill. Published by 
the Patriotic League, New Paltz, N. Y. Contains endorsement by Gen- 
eral Leonard Wood, extracts from reports of Secretary of Public Instruc- 
tion of Cuba, Enrique Jose Varona and other school officials, letters 
from General Superintendent of Schools, Alexis E. Fry, and letters and 
reports of other civil and educational authorities. 35 cents. 

How to Teach Civic Duty to Scholars, by William T. Stead, Review 
of Reviews (British), October, 1897. Reprinted in the report of the United 
States Commissioner of Education, 1898-9, Vol. I, p. 681. 

The School City, by Albert Shaw, in American Review of Reviews, 
December, 1899. 

The School City, editorial in Public Opinion (New York), August 
26, 1897. 

Self-Government in Schools, editorial in Public Opinion, March 12, 
1903. 

Philadelphia Schools Making Good Citizens, by Harry B. Call, in 
Public Ledger (Philadelphia), May 24, 1903. 

Charter of The School City, Published by the Government in Cuba, 
April 1, 1901. English and Spanish. 

Charter of the Hollingsworth School City, authorized by the Board 
of Public Education (Philadelphia). Printed by the Eighth Section 
School Board, 1898. 

* 

The School City. By James T. White, in Gunton's Magazine, June, 
1902. 

Our Country, monthly magazine of the Patriotic League, contains 
many articles on the School City. 

Education: Disciplinary, Civic and Moral. By Llewellyn Wynn Wil- 
liams, B. Sc, Hon. Secretary of the Society for the Reform of School 
Discipline. Simpkin, Marshall, Hamilton, Kent & Co., London, 1903. 



42 THE SCHOOL CITY 

The Gill School City. By Francis H. Tabor, in The Teacher (Phila- 
delphia), November, 1897. 

Civil Report of Major-General Leonard Wood, Military Governor of 
Cuba, 1900, Vol. VIII, contains in the last fifth (the book is not paged 
consecutively) the School City Charter, by Wilson L. Gill, issued by the 
Government; Suggestions for School City Teachers, by Wilson L. Gill; 
Some Principles of Government and Citizenship, by Wilson L. Gill; Re- 
port of Dr. Alejandro Maria Lopez, General Superintendent of Schools 

ad interim, p. 4, endorses Mr. Gill's work as important; on p. 28, E. B. 
Wilcox, Ph. D., Special Inspector of Schools of Cuba, reports most favor- 
ably on the School City. 

Report of the War Department, 1900, part 11, Vol. I, part 4, p. 193, 
School City Charter, Suggestions for School City Teachers and Some 
Principles of Government and Citizenship, by Wilson L. Gill; on p. 216 
General Superintendent of Schools, Dr. A. M. Lopez, endorses Mr. Gill's 
work as important; p. 229, E. B. Wilcox, Ph. D., Special Inspector of 
Schools of Cuba, reports favorably on the School City. 

Primera Memoria Anual sobra las Escuelas de Cuba [First Annual 
Report of Commissioner of Public Schools of Cuba], Vol. II; p. 126, The 
School City, report of Commissioner; p. 128, report of Dr. Manuel Aguiar, 
Superintendent of Instruction, City of Havana; p. 129, reports of princi- 
pals; p. 344, all above reports are repeated in Spanish; p. 647, report of 
Wilson L. Gill, Supervisor of Moral and Civic Training. 

Civil Report of Brigadier-General Leonard Wood, Military Governor 
of Cuba, May 20, 1902, Vol. I, part 2. Report of First-Lieutenant Matthew 
E. Hanna, Commissioner of Public Schools, p. 46, emphasizes statements 
in previous reports. 

The School City. Three pamphlets published by The Franklin Insti- 
tute, 15 South 7th Street, Philadelphia, 1903. The first is an address 
before the Society by Wilson L. Gill. The second is the report of the 
committee of investigation, awarding to Mr. Gill the Elliott Cresson Gold 
Medal and Diploma, the Institute's highest recognition. The third is a 
selection from the material collected by the committee of investigation 
and published to give an idea of that on which their award was based. 

Proceedings of the Detroit Conference for Good City Government 
and the 9th Annual Meeting of the National Municipal League. Address 
on the School City by Wilson L. Gill, 1903. 

Proceedings of the 10th Annual Meeting of the National Municipal 
League, held in Chicago, 1904. Address on the School City by Rev. 
Thomas R. Slicer, of New York. 

The School City, an address by Rev. Thomas R. Slicer at a banquet 
given by the Franklin Institute in the interest of the School City, May 
31, 1904. Pamphlet issued by the Franklin Institute. 

The School City, a Tried, Practical Remedy for Civic Apathy, by 
Wilson L. Gill. The Four-Track News, January, 1904. 



THE SCHOOL CITY 43 

The School City. Editorials in all the Philadelphia newspapers. 
June 1st and 2d, 1904, and from time to time following. 

The Commons, January, 1905, article by Wilson L. Gill. 

The Federation Bulletin, March, 1905. Editorials; address by Wil- 
son L. Gill before Massachusetts State Federation of Women's Clubs, at 
Woburn, February 8, 1905. 

Social Service, July, 1905. Editorial by Rev. Josiah Strong, D. D. 
Article by Wilson L. Gill. 

The Arena, May, 1905. Bulwarking American Institutions by Prac- 
tical Civic Education, by B. O. Flower, editor. 

The Arena, September, 1905. Editorial. 

The Outlook, August 18, 1905. "The School City and Its Effects" 
and "Its Plan and Progress," editorials. 

The Review of Reviews, August, 1905. The School City — a Review. 

National Education Association, Boston meeting, 1903. School City. 
Address by R. W. C. Welling. 

The Religious Education Association, Boston convention, 1905. School 
City. Address by Myron T. Scudder. 

A large number of editorials and articles have appeared in the 
religious, educational, and literary magazines and newspapers and in 
the published proceedings of various societies, which we have not re- 
corded here. The Patriotic League, the School City Committee of the 
Franklin Institute, and the National School City League have all issued 
leaflets on the School City. They can all be reached through the 
Franklin Institute, 15 South 7th Street, Philadelphia, Pa. Mr. Ralph 
Albertson, Secretary of the National School City League, Jamaica Plain, 
Boston, Mass., will welcome correspondence concerning School City 
matters. 



Persons who wish to know more about the School 
City, are invited to correspond with the National School 
City League. 

RALPH ALBERTSON, Secretary, 

Jamaica Plain, Mass. 



Philadelphia, Pa., Headquarters, 

Franklin Institute, 15 S. 7th Street. 
Washington, D. C, Headquarters, 12 Bliss Building. 



